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UCSB Writing Program Sends a Large Contingent to the CCCC

The annual Conference on College Composition and Communication (CCCC) will be convening in Portland, OR, March 15-18. Scholars from around the country will be sharing their work and research regarding the conference’s 2017 theme, “Cultivating Capacity, Creating Change.”

The CCCC provides presenters and attendees a variety of ways to share their work and ideas. The conference consists of round table discussions, concurrent panel presentations, poster sessions, and workshops. This makes for a dynamic weekend of collaboration and scholarship. A vast majority of UCSB’s Writing Program faculty and graduate students will be presenting and attending this year’s conference. The conference will also feature Dr. Linda Adler-Kassner who is the acting Chair of the CCCC.

Dr. Kassner’s address entitled, “Because Writing is Never Just Writing,” will commence the Opening General Session and will be an extension of her CCCC 2016 theme, “Writing Strategies for Action.” In articulating the concepts Dr. Adler-Kassner will be touching upon, 2017 Program Chair Carolyn Calhoon-Dillahunt notes, “[Adler-Kassner] will discuss the challenges and opportunities inherent in working as writing professionals in the age of the “Educational Intelligence Complex” and how our disciplinary identity provides a foundation to navigate and perhaps change the conditions that contribute to these challenges.”

UCSB’s Writing Program will have a strong showing at the conference, with 18 faculty, 5 graduate students and 3 undergraduates presenting.

Search through the full list of presenters from the Writing Program and the titles of their talks (PDF view here).

Chair: Linda Adler-Kassner, Because Writing is Never Just Writing, Chair’s Address

Karen Lunsford, Thursday, 10:30–11:45 a.m. Precarious Positions: Research Praxis and Knowledge Making across Contexts Sponsored by the Consortium of Doctoral Programs in Rhetoric and Composition Standing Group The panel examines knowledge-making and research praxis across different institutional constructs, researcher positions, and career trajectories.

Susan McLeod (Chair) Charles Bazerman (Respondent) Thursday, 12:15–1:30 p.m. Cultivating Capacity in Open-Access Publishing: The Next 20 Years of the WAC Clearinghouse This panel will reflect on developments in open-access publishing over the past 20 years and consider promising directions for the next 20.

Kenny Smith, Thursday, 3:15–4:30 p.m. “How to Write with Statistics: Cultivating a Better Understanding of Science in the FYC Classroom”Implications of WAC: Sites of Writing Education for and in Scientific Majors and Programs Presenters discuss interdisciplinary awareness in First-Year Composition.

Ti Wu, Graduate Student. Friday, 11:00 a.m.–12:15 p.m. “International Students’ Perceptions about Their Writing Experience in an American University” Language, Learning, and Literacy in the Classroom and the Community This panel explores the intersections of classrooms and communities for multilingual students and English language learners.

Charlyne Sarmiento, Graduate Student, Friday, 12:30–1:45 p.m “Tracing Writing Development in the Lab: Understanding the Role of Writing in Undergraduate Students’ Enculturation into the Sciences” Tracking and Tracing Effective Pedagogies in Technical Communication Panelists explore various pedagogical strategies that they deem helpful to technical communication instructors.

Sarah Hirsch, Friday, 3:30–4:45 p.m. “Decoding the ‘X’: The Intersection of Visual Rhetoric and Materiality in Post-Katrina New Orleans” Visual Spaces, Physical Places, and Social Action These panelists engage how space, place, bodies, and visual rhetorics shape identities, history, and social action.

Kara Mae Brown, Jennifer K. Johnson, Nicole Warwick, Saturday, 12:15–1:30 p.m. Researching Meaningful Feedback in Assessment Ecologies This panel will present research results focused on what students perceive as meaningful feedback in regards to their writing.

Kathryn Baillargeon, Saturday, 12:15–1:30 p.m “‘So, I’m Not the Only One?’: Writing, Reflection, and Peer Socialization in Dissertation Boot Camps” The Stakes Are High: Cultivating Identity via Graduate Student Writing Graduate students form identities writing multiple high-stakes genres, from their first terms in school through the dissertation.